Abstract
This article explores the development of reformist thought and the formulation of modern identities in colonial Morocco. In seeking to move beyond conceptualizing ideas of social reorganization and cultural revival as determined by the encounter between the colonizer and the colonized, it shifts the critical focus to interactions within Moroccan colonial society itself. Specifically, it situates a project of reform in girls’ education within a local and broader debate on the effective formula for educational and pedagogic restructuring that would ensure the advance of the Muslim community. This analysis demonstrates that ideas of social change and cultural innovation in colonial Morocco were shaped by divides and disputes among Moroccans themselves as much as by the colonial state and its policy initiatives.
CULTURAL TRADITION AND SOCIAL CHANGE IN AGRICULTURE